O estágio não obrigatório na formação do(a) pedagogo(a)

This article aims to analyze the contributions and limitations of non-mandatory internships in the initial training of pedagogues, based on the perceptions of graduates from the Pedagogy course at the Federal University of Mato Grosso do Sul, at the beginning of their teaching careers. It is an excerpt from a master's thesis, developed using a qualitative approach. The data were collected through semi-structured interviews conducted with nine pedagogues who graduated between 2015 and 2019 and were working in basic education in 2020 and 2021. For this article, the specific category analyzed is "Non-Mandatory Internship: experiences and potentialities," defined a priori based on the theoretical framework and bibliographic review. The interviews were recorded, transcribed, and subjected to document analysis. The results show that the Non-Mandatory Internship provided prolonged and diverse experiences in the school context, favoring familiarity with the teaching routine, the development of autonomy, and the consolidation of knowledge gained through experience. However, significant limitations were also identified, such as the lack of systematic monitoring by the university, the predominance of support and care activities to the detriment of pedagogical participation, and restrictions on the articulation between theory and practice. It is concluded that the Non-Mandatory Internship constitutes a relevant formative space in the initial training of educators, provided it is integrated into intentional processes of pedagogical mediation and critical reflection, capable of strengthening the construction of teaching identity.